Reframing behaviors

Disruptive actions including calling someone out, procrastinating, making fun of classmates, and displaying hostility are frequently seen as deliberate attention-seeking or "making poor choices". Adults spend time and energy on methods intended to remedy the behaviors, such as compliance-based systems, and reward-and-consequence systems since they are unaware that many behaviors are the nervous system's reaction to stress, as Mona Delahooke explains.

Ross Greene, however, says that "Kids do well if they can". Teachers can reframe disruptive behaviors: Teachers might see troublesome actions as a student communicating needs rather than viewing them as conscious, intentional choices. A child's developmental, physical, medical, sensory, learning, or mental health issues, a stressful home situation, difficulties relating to peers, or difficulties establishing a trusting relationship with the teacher and the school environment may all be discovered by teachers. Give kids a range of expressive tools to investigate and share their internal and external experiences in order to acquire insight into what needs might be the cause of the behavior. By doing this, you may connect and understand kids better without spending a lot of time in that area or assuming the position of a mental health provider.